Oh my gosh, your children have been working HARD. First of all, we worked on how to research and then organize and develop expository writing at a deeper level.
| black_diamond_informative-explanatory_writing.pdf |
As we studied the American revolution, we worked together to model writing good paragraphs.
| conflict_in_us_history_cba--intro.pdf |
The students each picked a subsequent conflict in US history to explore on their own. They spent over a month on the project, first doing research. I gave them a graphic organizer to help them think about the kinds of information to look for as they took notes.
| conflict-in_us_history_cba_note-taking_organizer.pdf |
Once they had their notes, they made a Lists of Works Consulted, wrote paragraphs, and then created presentations. They could make a website on Weebly, a museum display, or a PowerPoint. My constant refrain was, "Make sure you have your CONTENT first. Creating the presentation comes at the end."
Because this assessment is classroom-based, I tried to schedule it so they had ample time to do all the work at school.
On the other hand, I have encouraged students to get peer and parent assistance to help with revising and editing their paragraphs. If your child hasn't asked for help, ASK WHY!
Because this assessment is classroom-based, I tried to schedule it so they had ample time to do all the work at school.
On the other hand, I have encouraged students to get peer and parent assistance to help with revising and editing their paragraphs. If your child hasn't asked for help, ASK WHY!
Students can check their own work using the rubric for the CBA.
| rubric_for_conflict_in_us_history_cbas.pdf |
Presentations start next week. Parents are invited! We will start after lunch each afternoon.
| 2014-15_topics.pdf |
